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Apply Now!Home / TEFL Certification / TESOL Sagamihara
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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
I have learned and made a brief of Work sheet unit 5 as follow : Task 1. Why do teachers plans their lesson and Explain why planning is important ? Some theories said that lesson planning is not good idea , it is true for experienced teachers , it is not necessary, because , because too much planning can make lesson rather rigid and stop the teacher being flexible to the need of students. The teacher is expect to let the students decide what t do But it is very difficult for inexperienced teacher to teach without lesson plan , because lesson plan is prepared to deal with language problem that may arise , and lesson can make teacher confident The important factors for writing lesson : a. An aid for planning : something the teacher expects to achieve in the end of lesson , so students need to be helped by teacher . b. Working document : a lesson plan helps teacher to keep on target and give some things to refer during the lesson ,c. Record : lesson plan acts as record of what a class has done and which materials have been used , it is a document that teacher had in the past time . it can be used to help another teacher to cover the class. A. How should a lesson plan be written down ? The ways to write depends on teacher , there are formal plan , some notes, log
detail etc, if the teacher wants to change he must note in order to the teacher has accurate record. But teacher has to know basic principles for lesson planning : Keep simple, teacher needs to refer it during a lesson , donÂ’t try to script the lesson , structure it and maintain the same structure, write the anticipated time for each activity in the margin , check for balancing skill, try to make B. Being organized Before starting the lesson , A number of practical things that the teacher do to make sure the lesson goes smoothly ; Check that the teacher has lesson plan , Run through the lesson pan and make sure teacher has all necessary aid and materials which are needed . check the equipment work, lay out material and aids so that teacher can find them easily, arrange the seating as designed ,make sure that the board is clean, be ready to chat to the students as they come to the class . This will help to break the ice with the students and get them in the mood of learning. C. What should be included in lesson plan ? Some things that the teacher probably wants to achieve and how the teacher is going to do . some things that teacher included : Learner objective ; this is the teacher wants the students to be able to do by the end of lesson,
Personal aim :what the teacher wishes , it is the area of teaching that teacher improves. Content ; theme, teaching aid : cassette, player , LCD , flash disk , Participated problems for the teacher and the students ,Procedure , phase, timing ,how long it is, Interaction , Class level, Number of student , Date / time ,Teacher and observer’s name D. Monitoring the lesson : a good teacher always monitor the quality of lesson. Task 2 – Plan a straight arrow ESA lesson , from the material on page 10 to 13 page 5 t and six of the unit the materials towards the end of unit 14 (Unit 14, task 3 materials). The materials are entitled Where have you been. Please include your aims, context, expected number of students, and all the other boxes at the top of the blank lesson plan form, as well as the procedure: LESSON PLAN Teacher: Mr. KARTIP Room: 05 Observer: Mr. KARTIP Class Level: Intermediate Date & Time: December 10, 2013 08.00 am Expected # of Students: 8 Context: Expansion of “travel” vocabulary and reiteration of tenses: present perfect simple (experiences). Teaching aids: Maps, questionnaires, point system, transportation vocabulary, clocks, pictures. exercise sheets. Lerner objectives:
For the students to be able to accurately articulate questions and response to “have you ever been” and “yes I have been” when talking about their traveling experiences. Personal Aims: To improve my effectiveness by encouraging more conversational exercises rather than verbal instruction. Anticipated problems for students: verb/tense disagreement. Solutions: Drilling and word completion exercises. Anticipated problems for teacher: Getting students to expound upon their experiences. Solutions: vocabulary diagrams, drills, and word matching (fun activate activity.) Procedure Phase : Engage Procedure: Brief review of vocabulary words pertaining to “places.” Discussion and use of a maps and pictures to identify countries (places). Music from these countries aid the discussion. Timing: 5 minutes Interaction: T-S Ask the students questions such as “have you ever been to… (country)? Have you ever flown an air plane? Etc. Questions are all related to experiences. Timing: 10 minutes Interaction: T-S Phase: Study Where have you been? Where haven’t you been? “What have you done? What haven’t you done?” Instruct students to use answers on the board to show the difference in meaning and spelling. Highlight contracted
form of “have not= haven’t.” Timing: 7 minutes Interaction: T-S Activity: Word drills pronunciation. Timing: 3 minutes Interaction: T-S Activity: Fill in the blank (experience questions) in pairs Timing: 5 minutes Interaction: S-S Activity: Feedback from activity above Timing: 3 minutes Interaction: T-S Activity: Examine typical experiences that occur during events in past tense (ridden, driven, hiked, flown, etc.). Ask students to use mime to check for comprehension. Timing: 5 minutes Interaction: T-S Phase: Activate Activity: Arrange students in groups of three. Distribute blank sheets. Timing: 2 minutes Interaction: T-S Activity: Ask students to create an imaginary place and develop things to do in that place. (Demonstrate by using a verb that was previously discussed by asking students where they have been and what they have done.) In groups, students think of, draw, and name the imaginary places and experiences they encountered. Timing: 15 minutes Interaction: S-S. Task 3 – Plan a patchwork style ESA lesson using the materials at page 14 to 16 . The materials are entitled Possibilities. Again, include all the information at the top of the sample lesson plan form: Teacher: Mr, KARTIP Observer: Mr , KARTIP Date and Time: August
17, 2014 2:00 pm Class Level: Intermediate Room: 08 Expected # of Students: 8 Context: Revision of vocabulary from previous lesson to introduce new grammar using words related to possibilities (may, might, may not, might not.) Teaching aids: pictures of verbs that occur during events and the possibilities of events occurring (walk, ski, and talk), exercise sheets, chalk board, drawing utensils. Learning objectives: For students to be able to accurately produce might and might not, may and may not when describing events and making suggestion based on those events “cover your mouth when you cough. You might spread germs.” For students to understand the appropriate use of words that describe the certainty or uncertainty of an event occurring. Personal aims: To depend less upon pictures to stimulate comprehension and more upon pantomime and verbal instructions. Anticipated problems for students: Understanding why “may, might, may, or may not” follow commands such as, “Take an umbrella, it may rain.” Solutions: Drilling of vocabulary words and their meanings/functions. Anticipated problems for teacher: Getting to students to differentiate between doing something indefinitely and the possibility of doing things. Solutions: Active phase activity
using “possibility” words. Procedure Phase: Engage Procedure: Review of words pertaining to experiences to using pictures and drawings to introduce “may, may not, might, might not to express possibilities.” Timing: 5 minutes Interaction: T-S Activity: Ask students why they may or may not want to do something. Ask students the possibilities of events following scenarios. Timing: 10 minutes Interaction: T-S Phase: Study Activity: “Do” something (action) and identify the possible result of the actions. Use the answers on the chalk board to show the difference between the use of “May and might” (may is slightly more certain than might.) Timing: 7 minutes Interaction: T-S Activity: Pronunciation Drill Timing: 7 minutes Interaction: T-S Fill in the blank “may, may not, might, might not” Timing: 3 minutes Interaction: T-S Examine typical scenarios and determine the possibility of the events coming to pass. (In 1,000,000 years, I might, etc.) To check comprehension, ask students to demonstrate using mime. Phase: Activate Arrange students into groups of two. Distribute blank sheets. Timing: 2 minutes Interaction: T-S Ask students to create scenarios for which they determine the possibility of the event occurring. (demonstrate
by using a scenario previously prepared by asking students what results will occur from the given scenario. Timing: 15 minutes Interaction: S-S Phase: Engage: Use games that reference possibilities. Timing: 3 minutes. Interaction: T-S Phase: Activate: Students can pair up to execute role playing of action/possibilities. Example: A grocery store clerk advises a shopper on food choices. “The red tomatoes may turn the soup red.” Timing: 10 minutes. Interaction: S-S Timing: 3 minutes. Interaction: T-S Phase: Study: Examination and practice of word tense using board drills (she may not have written the report.) Timing: 15 minutes Interaction: T-S Phase: Engage: Pictures of people performing actions and students to describe the possible results. Phase: Activate: Debate the possible results of not buckling a seat belt while driving and the degree of certainty that the events will occur. Timing: 10 minutes Interaction: S-S ", This unit is a really helpful and useful for all The teachers to learn and know how to make a lesson plan and helps the students can easy to understand the lessons. It provides a framework for teaching
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